There has been a long tradition of demonstrating formal education’s direct relationship with many dimensions of development, including increased productivity, health, reduced mortality, population control etc. There has also been a literature looking particularly at the ‘democratic dividend’ from education, both through the lens of global citizenship as well as more generally through education’s influence on political participation. The successful securing of global citizenship education (GCE) within the ambitions of Sustainable Development Goal 4.7 in September 2015 was a further milestone in connecting social development with ‘democracy, good governance and the rule of law’. Accordingly, there are many telling examples of how GCE can be rolled out in school curricula, through many different school subjects, across the world. Arguably, however, the formal school system is far from being the only location where messages about citizenship, whether global, national or local, can be found. During the period, 2016–2019 in the USA and UK, with the huge rise in smart-phone usage world-wide, it has become apparent that there can be massive micro-targeting, through global platforms, of selected populations with multiple messages about citizenship, national identity, job security, migration threats, potential terrorism and a great deal else. Unlike the citizenship curricula and textbooks of formal schools which are easily accessible, a great deal of this new social media messaging is relatively inaccessible, using procedures that are a long way from traditional electioneering. They are also much less financially accountable, but it is clear that vast sums are now being spent on social media advertising, presenting an existential threat to democracy. The role and level of education in reacting critically to social media campaigning will need to be revisited in this new world of campaigning around global and national citizenship. It is no longer a discussion about education’s positive relationship with increased political participation, but whether current education levels are actually capable of dealing with the current threats to citizenship, at global, national and local levels.

中文翻译：

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教育，数字素养和民主：以英国提议的退出欧盟为例（英国脱欧）

长期以来，传统教育一直在证明正规教育与发展的许多方面都有直接关系，包括提高生产率，健康，降低死亡率，控制人口等。还有一些文献特别关注教育的“民主红利”，包括全球公民的视角，以及更广泛地说，是受教育对政治参与的影响。在2015年9月的可持续发展目标4.7中，成功确保全球公民教育（GCE）是将社会发展与“民主，善治和法治”联系起来的又一个里程碑。因此，有许多有说服力的例子说明了如何通过全球许多不同的学校科目在学校课程中推广GCE。但是可以说，正规学校系统绝不是唯一可以找到有关公民身份的信息的地方，无论是全球性，国家性还是地方性。在美国和英国，2016-2019年期间，随着全球智能手机使用量的急剧上升，很明显，可以通过全球平台对选定人群进行大规模的微观定位，这些人群具有多种信息。公民身份，国民身份，工作安全，移民威胁，潜在的恐怖主义以及很多其他问题。与容易获得的公民课程和正规学校的教科书不同，使用传统选举活动还有很长一段路要走的程序，相对而言，大量这种新的社交媒体消息是相对难以获得的。他们的财务责任也要少得多，但是很明显，现在社会媒体广告上花费了大量资金，这对民主政治构成了生存威胁。在这个围绕全球和国家公民的新运动世界中，需要重新审视教育在对社交媒体运动做出重要反应中的作用和水平。这不再是关于教育与增加的政治参与之间的积极关系的讨论，而是关于当前教育水平是否真正有能力应对全球，国家和地方各级当前对公民身份的威胁的讨论。